The Five Orange Pips Essays

The Five Orange Pips Essays The Five Orange Pips Paper The Five Orange Pips Paper In The Final Problem we see how Holmes must use all of his intelligence to defeat his arch nemesis, professor Moriarty. The case Holmes has to solve will uses his mental and physical strength. There fore we know that the professor is smarter than Holmes, and can use more manipulative ways to destroy Holmes. This story has many emotions, which reveal the character and genius of Holmes. We firstly see that Holmes runs to his house in Bakers Street, as he is frightened. This is the first time we see Sherlock Holmes scared. This is shown as he speaks to Watson asking him to go on a journey with him, anywhere. We are shown that Holmes is scared as Watson tells us It was not in Holmess nature to take an aimless holiday and Pale, worn face told me that his nerves were at their highest tension. This is proof that Holmes is scared at this point of time. We are told that Holmes is frightened of professor Moriarty, The Napoleon of crime. Through out this story we see how a new side of Holmes is revealed, and how he is terrified of the dangers he will face. This is not danger, It is inevitable destruction. You stand in the way not merely of an individual, but of a mighty organisation. As we know Holmes is scared, however later in the story we see that he is calm and jokes with Dr. Watson in the train. We see that Holmes continues his enigmatic approach as Moriarty escapes from the police and Holmes tells Watson to leave him Because you will find me a dangerous companion now. In the final parts to the story we see how Holmes and Moriarty both use their strength and desire to defeat each other, which ironically is the death of both of them. They both fall down the cliff to the water and die, whilst Watson is left on top of the waterfall, reading the letter that Holmes left for him. In these stories we are shown how Dr.  Watson describes the intelligent mind of his good friend Sherlock Holmes. The three stories I used The Speckled Band, The Five Orange Pips and The Final Problem all showed the character and genius of Sherlock Holmes. These three stories all showed different characters of Holmes as he was terrified of Moriarty, observant in The Speckled Band and he was courageous in The Five Orange Pips. Sir Arthur Conan Doyle, has used Watson in such a way that Watson is the narrator to the cases that Holmes solves. Although Watson is involved in the stories, he is used as an informer and as a good, reliable friend.

Being True To Yourself When Selling Your Wares

Being True To Yourself When Selling Your Wares I do not normally sell books at events like Christmas sales at the recreation center or autumn craft festivals. I learned a long time ago that unless you simply enjoy socializing with other vendors, you rarely justify the time invested. But last week I accepted one . . . and realized why I quit doing them. Im a member of several chambers of commerce, which are great networking, advertising, and sales opportunities, Hmmm, I thought. Its twelve miles from me, costs nothing to appear and sell, and the captured audience was educators. Shouldnt they read more than the average person? So, I signed up and hauled eight boxes of books. And I sold three books in four hours. As I packed up, kicking myself for not following my own rule about being selective about appearances, I talked to a few vendors. None of us sold much (there were 25 vendors), which surprised us all (few of us will be back next year). A jewelry vendor spoke about coming to work everyday. Even working for herself out of her home, she toils for eight hours. She complained that newer sales people in her line of work wanted to work part-time to make a full-time wage. She never failed to fall back on her old skills of making eye-contact with potential buyers and working a room. She made a full-time living at her craft. A soap vendor and I spoke about natural products, organic food, and farming. She rued appearing at the event but had pretty much made her decision like I had it was too local to pass up. Shed ignored her own advice like I had. She likewise strategically selected venues, and she defined the sizes, compositions, and types of events where shed appear, because like me, she could make more sales online at her computer than at a table in an auditorium. You dont sell anywhere and everywhere. Your time is precious. You could be selling online, blogging, working social media, or writing your next story. When selecting where to set up shop, analyze the market, the time, the commute, and the work progress you give up. The cost of meals, and the time expended

Critical Analysis of a Historical Science Assignment

Critical Analysis of a Historical Science - Assignment Example In DNA data is stored in codes consisting four chemical elements: adenine (A), guanine (G), cytosine(C) and thymine (T) (Watson, 2004). However, we realize that, in human beings, DNA consists of more than a billion elements, which are mostly similar in all humans. The order in which these elements appear determines the availability of elements to build and sustain a being. This can be likened to the order of letters that forms different words and sentences. The four DNA elements combine in a predetermined sequence, that is, A binds with T while C binds with G. This results in the arrangement of elements called base pairs. The ratio of adenine to thymine, and guanine to cytosine govern the pattern of DNA. Further, each element attaches itself to a sugar molecule and phosphate molecule to form a nucleotide. These nucleotides are then aligned in two strands to form a double helix, which is spiral in shape running in an anti-parallel manner. These arrangements are referred to as chromoso mes, which during the process of DNA replication, divide and are copied or replicated to develop more chromosomes. This results in all cells consisting enough chromosomes to support life fully. The key element of DNA is that it is capable of replicating itself to make millions of copies. A DNA strand in a double helix is the prototype for copying the series of bases. This is of paramount importance in cell division as the newly created cells need to obtain a similar DNA trait as the old cell. DNA together with macromolecules such as proteins, lipids and carbohydrates are essential in the establishment and maintenance of any life form, RNA viruses being the exception. The genetic code is the system used in reading the material contained in DNA. The genetic code spells out plan of amino acids which form proteins in the body and is studied by replicating existing DNA strands to RNA acid. This is done through a process referred to as transcription. Beings such as animals, fungi and plan ts, also referred to as eukaryotic organisms gather their DNA in the nucleus, mitochondria or chloroplast of their cells. On the other hand, beings such as bacteria and other single celled organisms commonly referred to as prokaryotes collect their DNA in the cytoplasm. The organization and packing of DNA in cells is tasked upon alkaline based proteins referred to as chromatin. These proteins include histones. Hydrogen bonds between nucleotides help to stabilize DNA; however, we note that interfacing nucleobases in a process referred to as base-stacking is also essential in steadying the DNA helixes. There are two classes of nucleobases, these are: purines which are formed when A and G are combined in the ratio of five to six and pyrimidines formed when six C and T bases combine (Watson, 2004). Biotechnicians examine the characteristics if nuclear based acids through a technology referred to as nucleic acid analogues. These techniques are typically used by medical and biology resear chers. Furthermore, we note that the arrangement of DNA is referred to as sense which is copied to its RNA and, on the other hand, antisense is the term used to refer to the arrangement of DNA on the reverse side. However, it is common for both sense and antisense to appear in a single strand of DNA. RNA antisenses are churned out in prokaryotes and eukaryotes, these RNA antisenses are mandated with controlling gene expression in the process of RNA-RNA base pairing which is quite similar to the base pairing process in DNA

Marketing Communications Plan Case Study Example | Topics and Well Written Essays - 3750 words

Marketing Communications Plan - Case Study Example Once Zara have carefully analysed the internal and external business environment and critically examined the industry in general the most suitable marketing strategies will be selected and these strategies will be administered by effectively and continually monitoring external threats and opportunities and revising internal efficiency procedures. The market analysis investigates both the internal and external business environment. It is vital that Zara carefully monitor both the internal and external aspects regarding its business as both the internal and external environment and their respective influences will be decisive traits in relation to its success and survival in the industry. The internal business environment and its influence is that which is to some extent within the business's control. The main attributes in the internal environment include efficiency in the production process, through management skills and effective communication channels. To effectively control and monitor the internal business environment, Zara must conduct continual appraisals of the business's operations and readily act upon any factors, which cause inefficiencies in any phase of the production and consumer process (Tremblay and Martins-Filho, 2001). The External business environment and it... Changes in the external environment will create opportunities or threats in the market place Zara must be aware of. Fluctuations in the economy, changing customer attitudes and values, and demographic patterns heavily influence the success of Zara products in the market and the reception they receive from the consumers. SWOT Analysis: SWOT stands for Strengths Weakness Opportunities Threats. SWOT analysis is a technique much used in much general management as well as marketing scenarios. SWOT consists of examining the current activities of the organisation- its Strengths and Weakness- and then using this and external research data to set out the Opportunities and Threats that exist. Strengths: Zara has been a complex part of UK culture since almost a decade. The product's image is loaded with over-romanticizing, and this is an image many people have taken deeply to heart. The Zara image is displayed on T-shirts, hats, and collectible memorabilia. This extremely recognizable branding is one of Zara's greatest strengths. Additionally, decreased expenditure on advertising is one of their greatest strengths. It allows them to conduct business on a global scale while at the same time maintain a local approach. Weaknesses: Weaknesses for any business need to be both minimised and monitored in order to effectively achieve productivity and efficiency in their business's activities, Zara is no exception. Although domestic business as well as many international markets are thriving but Zara has recently reported some declines in unit case volumes in different markets of the world. Opportunities: Brand recognition is the significant factor affecting Zara's competitive position. Zara's brand name is known well throughout the world today. The primary concern

Patient Teaching Essay Example for Free

Patient Teaching Essay Introduction: I have chosen breastfeeding as my teaching topic for this assignment. The specific clientà ¨le will be the new mother at between 2 and 7 days postpartum, newly discharged from hospital. As a community health nurse working with children and young families, I do initial postpartum visits at home. Breastfeeding is a very complex skill, natural, yet sometimes difficult to do. The client is often overwhelmed with information received in hospital, so sessions must be kept short, and made easy to understand. The area in which I work is multicultural. There is often a language barrier which further complicates teaching and learning. Finding a teachable moment is easy (London, p. 95). New mothers are eager for help in providing the best for their babies. Mothers whose babies refuse to latch onto the breast or who have an incorrect latch, may sometimes become very tense and stressed. It is important to remain calm and supportive during teaching. The client must be educated, not simply taught new skills (Rankin, p. 73). The newly acquired information will allow her to make her own decisions and to be the head of her own health care team. Assessment: I have been working with postpartum women for the past 6 years, and have 3 children of my own. I am able to use my own personal experiences with breastfeeding, my last having stopped only 2 years ago. I work well with my co-workers, I know that I cannot do it alone (London, p.51). We help each other every step of the way and have a good back-up system available in the community. These include lactation consultants, breastfeeding clinics, doctors, social workers and community agencies. The learner and her family are at the head of the team (London, p.47). They are usually very motivated to learn and ultimately want what is best for the baby. It is easier to form relationships with the client at home (London, p. 63). The environment is non-threatening to the learner and teacher. I can also learn a lot about the client by observing the home. I have had many clients tell me they were breastfeeding exclusively who had half empty bottles of formula on the kitchen counter. The assessment process begins on the telephone before the visit. All new mothers are contacted when they arrive home. All are offered a home visit, some refuse. By help of a detailed questionnaire, we know the problems to focus on before the visit. This is very helpful as we can be better prepared with the necessary tools. Many patients are â€Å"red flag† patients (Rankin, p. 160). Some speak very little English, have financial problems, are on welfare, or are single mothers. Culture and religion can influence teaching (London, p.296). It is impossible to generalize about one culture, so we must be careful to dig deeper when presented with a situation which may be affected by ones background. The area I work in is multicultural. The women speak many languages and I often need to have a family member translate the teaching. This is sometimes quite challenging as I am not always sure that what is being translated is actually what I am saying! I try not to let my own beliefs get in the way of my patient care. I may not always agree with the decisions of others but always stay focused on the desired outcome. Some clients would prefer to breastfeed and others would prefer to bottle feed but are being influenced by family members. Support from family members generally improves the outcome (Stalling, p.163). The client will have an easier time adjusting to breastfeeding and will breastfeed for a longer period of time with family support. We need to make adjustments in our teaching based on each individuals views. (London, p. 303). We should never make assumptions about anything. Self-efficacy is a very important factor in learning to breastfeed. The learner who thinks she can do it, will be more successful. My department organizes a group that meets at the community center once a week. New mothers have a chance to meet each other and learn about breastfeeding. Using these role-models sometimes helps a woman with low self-efficacy learn to breastfeed (London, p.311). When I walk into a home, I can often tell within the first 10 minutes whether I will have to make a follow-up visit. At a typical visit I assess the baby and mother, help with breastfeeding if necessary and provide the mother with helpful information she will need in the first few months of the babys life. A typical visit lasts 1-2 hours. I usually provide printed material on the common breastfeeding problems to my clients. On the website WWW.Medela.com, there is very helpful information on breastfeeding in several languages. I use this site often to print out information on latching, sore nipples and engorgement. The information on the site is generally well written and edited. The vocabulary is easy enough to understand by most women. It is grammatically correct. There are no difficult or very technical terms. The subject in this paper is a mother of two who did not breastfeed her first child. She speaks English and works as a clerk in a drugstore. She has a university degree, so can easily understand information at the 12th grade level. Planning: The general goal of this teaching is for the client to be able to breastfeed in the proper manner and to understand the benefits of breastfeeding in order to prolong breastfeeding for as long as possible. The following are the specific objectives for this clientà ¨le. At the end of the session: The client will state at least 5 benefits of breastfeeding vs bottle feeding. The client will demonstrate 3 different breastfeeding positions one time each. The client will describe the treatments for engorgement and sore nipples. The client will list 3 resources for further information after the visit. The client will recognize and state 3 factors which indicate the baby is receiving sufficient milk from breastfeeding. Teaching tools used will be demonstration, discussion, and hand-outs. It is important to prioritize learning needs. There are some facts which are very interesting but which are not necessary for the client to know. (Rankin, p. 191 and 197). The breastfeeding mother does not need to know the physiology of the breast, but she does need to understand the relationship between frequent feedings and increased milk production. Content outline: Discussion of the benefits of breastfeeding. Discussion of the factors indicating that the baby is receiving sufficient milk. Observation of the client breastfeeding using 3 different positions. Demonstration of proper breastfeeding technique for each position as needed. Discussion of breast engorgement and sore nipples and their management. Discussion of resources for further information about breastfeeding and the assess the need for a follow-up visit. * The teaching is mostly done by discussion and demonstration. This is a good way to get continuous feedback from the client. It is also a good way to ensure that all the important material is not forgotten. Practice makes perfect. Adult learners need to be involved in the teaching (Rankin, p. 196) and want to apply what they learn right away. This is especially important with breastfeeding, as the new mother must be able to master it within a very short time. It is not always necessary to cover all the information with each client. Some are too overwhelmed with information already; others may already have the knowledge base and simply need help with latching. Implementation: I generally start teaching about breastfeeding immediately after having evaluated the client. I begin by discussion of the benefits of breastfeeding and the factors which indicate that the baby is receiving enough milk. Many women do not believe that they have enough milk and worry about the need to offer a supplement. It is important to explain this to them. If they do offer a supplement, their own milk supply may be reduced. Then, I assist the client at putting the baby to the breast using different positions as needed. I sometimes use a dummy breast to show the client the correct angle to use while feeding to ensure a proper latch. Visual aids sometimes help to make it seem more real. When that has been mastered, I continue with a discussion of the two most common problems found in the first weeks of breastfeeding, sore nipples and engorgement. I provide the client with written material on proper latching technique, sore nipple management and engorgement. Since these problems sometimes occur after a few days or weeks, it is helpful for the client to have this information in writing. I also provide an information sheet on the resources the client can use if she should need further help after the visit. I generally make a follow-up call one to three days after the visit and a follow-up visit as necessary. I sometimes refer the clients to the company Medelas website, www.medela.com. This site provides helpful information on breastfeeding and the common associated problems. The computer is only a tool, however. It provides information, not education (London, p. 246). I remain available to my clients by telephone or by email at all times. Recording transcribed: (T=teacher, L=client) T: Did you breastfeed with your first child? L: No. I tried for about 3 days but gave up due to the pain. T: Did you receive any help? L: No. But it was less important to me then. I was ok with bottle feeding. T: Do you want to breastfeed Joshua? L: Yes. I will be taking a year off of work and would like to breastfeed him as long as possible. Many of my friends have had babies in the past years and all are breastfeeding. They make it look so easy. I decided to try harder this time. T: Joshua is 3 days old. How have you been feeding him? L: I tried to put him at the breast right after birth but he was too sleepy, and so was I. The first day he had a few bottles. Yesterday, I tried for the first time. I think it went ok but my nipples are very sore. I would like to learn how to breastfeed properly. T: Well, we can discuss a few things now and I can show you the proper technique for a few different positions when he wakes up. L: OK T: First of all, why do you want to breastfeed? L: Everyone is telling me that it is the best thing for my baby. T: They are right, but what do you think? L: I want to do whats best for Joshua. T: Breast milk is definitely the best for babies. One of the best things about breastfeeding is that the milk is always ready. You dont have any bottles to warm up or prepare, especially at 2:00 in the morning when youre exhausted. Because it is available right away, you dont have to make the baby wait. This will make it easier to calm him before he gets too agitated. It is also a great time to bond with the baby and will make Joshua feel more secure. Breast milk is the best thing for your baby. Do you know what colostrum is? L: Yes. I have been reading up on breastfeeding since I found out I was pregnant again. It is the yellow liquid that comes out before the milk comes in. I know that it helps to prevent jaundice. T: Yes that is true. It acts as a mild laxative to encourage the baby to pass his first stools of meconium. It can also help to prevent ear infections and allergies. It is very rich in nutrients and allergies. Did Julia have jaundice? L: No, she didnt. T: Do you know of other benefits of breastfeeding? L: I know that breast milk is the perfect formula for babies with the exact right nutrients that they need. It keeps babies from becoming overweight. I also know that it can help me lose the baby fat that much quicker. T: Thats true. It can also save you money. The average cost of formula for 1year is about $1800, and that doesnt include the bottles and other supplies. Breastfeeding requires you to eat about an extra 500 calories per day. This should cost, by comparison about $300 for the year. L: With all the expenses of a new baby, we can use that money for many other things. T: Thats for sure. L: Can breastfeeding keep me from getting pregnant again? T: No. It is not a sure form of contraception. Although it is relatively effective in the first 6 months if you breastfeed exclusively. Some women ovulate as early as 6 weeks postpartum even when breastfeeding. L: Good to know. T: Do you know how to tell if the baby is receiving enough milk? L: He will gain weight. T: Yes. Thats a very good sign in the long run. There are other things as well. He should have at least 3 urines today since he is 3 days old. Then, you should see one more each day until the sixth day. That means that on the 4th day, he should have at least 4, on the 5th day at least 5 and from the 6th day onwards, at least 6 per day. How many has he had today. L: So far he had 1 at 2:00 and another at 7:00. I dont think thats a problem. T: Good. We would also expect to see a few stools everyday. They should gradually change from the black meconium stools, to brown and then to yellow. Many breastfed babies have a stool with every feed, but some have only 1 or 2 per day. Both are normal. L: He has one almost every time he feeds. T: Thats great. He should also be satisfied between feeds. That means he would feed every 1 to 3 hours in the first few weeks and have some period in between when he sleeps or remains calm. You told me that he feeds about every 2.5 hours and usually sleeps in between, so it sounds like he is right on target. A baby who is too sleepy and needs to be woken up for feedings may also not be getting enough. Do you have any questions so far? L: No. Im glad hes getting enough milk and cant wait to see if hes gained weight. T: You mentioned that your nipples are very sore. Have you done anything for the pain? L: I am taking Advil and I was given some Lanolin ointment at the hospital. Do I need to wash it off before I feed the baby? T: No, it is harmless for the baby. The best way to avoid sore nipples is correct positioning at the breast. If you have sore nipples already, I will show you how to have Joshua latch on properly. Meanwhile, for the soreness, you should apply a small amount of your own breast milk on the nipples after each feeding. Then let it air dry as much as possible. After that, you can apply a bit of lanolin. Sometimes it helps to use different feeding positions during the day. L: The nurse at the hospital told me to let my breasts air dry, but that is not easy in the hospital. How often can I use the lanolin? T: You can use it 2-3 times per day. L: Ok. I will try that. T: Your milk has not come it yet, but should come in in the next few days. It usually comes in by the 3rd to 5th day. It is important to feed regularly to encourage your milk production and also to prevent engorgement. Do you know what engorgement is? L: Yes. I was very engorged about a week after Julia was born. T: Engorgement can be very painful and can make it impossible for the baby to latch on properly. (baby wakes up. L gets the baby) L: What should I do if I get engorged? T: Engorgement usually lasts only a few days. Some women just produce more milk than others. If you get engorged, it is important to continue feeding often. You can apply warm compresses and massage your breasts. If it is more severe, you may need to express a bit of milk for relief, which you can do manually or you may need to use a pump. A well-fitted supportive bra may help. L: I have bought a good bra, but havent worn it yet. I will send my husband out to buy a pump today. What kind do you recommend? T: It depends on how often you would like to use it. If you are planning to breastfeed all the time, then a manual pump may be enough. There are however, some inexpensive electrical pumps which you can buy for under $40. These may be easier and quicker to use. You can use them to relieve engorgement and to pump if you go out from time to time. L: My friend uses a Safety First pump which is electric. She bought it at Walmart for about $35 and says it works well. T: Thats probably a good choice for you too. Do you have access to the internet? L: Yes T: If you check out the site www.medela.com, you can find information about choosing a pump. If you pump to relieve engorgement, you should only pump for a few minutes. If you pump too much milk, you will only encourage more milk production. L: Thank you, Ill check the site. Would you like to see how I feed him now? T: Sure. (L puts baby to the breast using cross cradle positioning. The baby does not take enough of the areola so L has pain.) T: He is not on properly. To release the suction, place your finger gently between his gums, like this. In order to get him to latch on well, you first need to make sure that you are comfortable since you will be breastfeeding so often. Use pillows to get yourself comfortable. Take your time and relax before you start. When you are ready, make sure the babys nose is facing the nipple. His head should be aligned with his body. Gently stroke his upper lip with your nipple. When he opens his mouth, pull him quickly towards you, so that he can take as much of the areola as possible. L: How do I know if he is taking enough? T: The most important cue is that you will have no pain. Generally the babys chin is touching the bottom of the breast, and there is a small space between his nose and your breast. Hold your baby close to you and support his head. There is no normal or standard way to breastfeed. If the baby is feeding well and you have no pain, it is working well. L: I dont feel any pain now. T: Can you hear him swallow? L: Yes. T: Excellent. Then you are doing it very well. Notice how his body is aligned with his head, he is most comfortable that way. Look at his chin and his nose. See how they are positioned. You can see that he has opened his mouth very wide and is taking enough of the breast. Would you like me to show you how to hold him in some other positions? L: Yes. I would like to learn how to lie down to feed. It would be so much easier at night. T: Thats true. When youre very tired, its a lot easier. The basics are the same. You want to ensure that the baby is facing you and that his body is aligned with his head. Make yourself comfortable. Use a pillow behind your back or between your knees if you need one. (L Demonstrates the technique.) T: That is very good. Are you comfortable? L: Yes, very. And no pain! T: Breastfeeding is not always as easy as some people make it seem. It takes practice. The beginning is a learning process for you and for the baby. Let me show you one more position that you may like to use. This is the football hold. It is easier to use when the baby is small like Joshua; but is sometimes more difficult later on. Hold him so that his legs and body are under your arm, like this. Then place your hand under his head and neck. If youve ever played football, thats how a football is held. L: I dont like that one. It is much easier the other way. T: Not everybody likes that position. You have to do whats best for you and for your baby so use the position thats most comfortable. (Baby weighed – lost 8.5% of birth weight) T: He lost a bit more weight. But thats normal. Most breastfed babies lose 10% or more of their birth weight in the first few days. They usually regain their birth weight within 10 days. Do you remember how to tell if he is drinking enough? L: Yes. He should have at least 6 wet diapers every day after the 6th day and a couple of stools. He should also wake up alone to feed and sleep well between feedings. And of course, he should gain weight. T: Exactly. T: I will be returning to weigh Joshua again Wednesday (in 48 hrs). I will continue to follow him until he starts to gain some weight. If you need help before then, you can call the CLSC (community clinic) at the number I gave you earlier. As I told you earlier, there is a breastfeeding clinic every Thursday morning as well. At the clinics, there are nurses available to weight the baby and to help you more with breastfeeding. Here is some information on breastfeeding that we discussed today (pamphlets on latching, sore nipples and engorgement given). If you have any questions about them, let me know. Evaluation of learner: I always do a telephone follow-up within 1-3 days. This is very effective as the client will have had some time to process all the information (London, p.62). If necessary, a repeat visit will also be planned. Unfortunately I cannot always have the client do three separate demonstrations (London, p. 386) due to budget and time constraints. Discussion worked best with the subject in this paper. She was educated and was eager to learn proper techniques. She had self-efficacy, skills and knowledge – all important factors if changing behaviors (Rankin, p 292). She was alert and very interested in learning. She participated in the discussion. She was able to apply the information immediately during my visit. At the follow-up visit 2 days later, the client was doing very well. She was able to breastfeed without any pain or difficulty. We discussed engorgement again, a problem which had developed since my first visit. She explained what she had done to relieve the engorgement, which was how I had explained it to her. The â€Å"what if† scenario had worked .(London p.386) Evaluation of teacher: I could have done more assessment of the learner while I was teaching. I find myself being drawn into a routine with my teaching that is sometimes hard to get out of. Most of the teaching is very repetitive from one client to the next, however, each client learns in her own fashion. I try to keep the client interested in what I have to say. I encourage her and give her positive feedback. Sometimes I forget the goals of the session and get off track, or provide the client with unnecessary information. I find that using a checklist helps me to stay on the right track and to not omit anything important. Evaluation of resources: The handouts I usually give out to my clients on latching, engorgement and sore nipples, all score over 70% by the SAM test (Rankin, p.238), thus making them good resources. I provide this information to my clients to use as the situations arise. Although I explain the handouts to all my clients, not all women get engorged; for those that do, it usually happens after my visit. Having the handouts at home allows them to refer to the information as a reference when they need it most. Conclusion: The teaching session went very well. The client was intelligent, educated and eager to learn. Overall this teaching technique used for teaching breastfeeding works well with most of the clientà ¨le I see at home. Every person is unique and adjustments always need to be made accordingly. Bibliography: Forrest, S. (2004). Learning and teaching: The reciprocal link. The Journal of Continuing Education in Nursing, 35(2), 74-79. London, F. (1999). No time to teach? A nurse’s guide to patient and family education. New York: Lippincott. Medela (2007) Your Resource for breastfeeding products and information. [on-line]. Available: http://www.medela.com. Rankin, S.H., Stallings, K.D., London, F. (2005). Patient education in health and illness (5th ed.). New York: Lippincott.

Rising of the Earths crust is responsible for Producing Earthquakes :: Geology Earthquake

Rising of the earth’s crust is responsible for producing earthquakes, Submission of report for publishing. Earthquake is caused due to the movement of the land is a myth. The most important thing that is missing in this view is that there is no explanation for why earthquake occurs in the center of the land instead of the peripheral area. Actually the land is rising in different places. This is the reason why earthquakes occur only in the central parts of the land. To be specific, after an earthquake occurred on September 30th of 1993, in the village named Killari, it was found that the land had risen about three feet in height. This shows that the rise of the land is the cause of the earthquake. Earthquake is the effect of the rise of the land On September 30th 1993, the earthquake that hit the village, killari, situated in central part of India resulted in the death of more than eight thousand people and raised the land surface about three feet high. This elevation was seen in an area of around two kilometers. Why did the earthquake occur? The quake occurred only in killari, situated in central India and left two kilometers of land area raised. This proves that the earthquake occurred only due to the rise of the land. Apart from this, the pictures taken by the satellite before the quake showed that the temperature of killari had also risen and the pictures taken after the quake showed it to be normal. After the earthquake occurred, on the borders of Andhra and Karnataka white colored smoke emitted from the ground. Why did the land rise? Why was the temperature more? Why did the land emit white colored smoke? We know that the molten rock material called magma is found inside the earth as we have seen it coming out through volcanoes.

Role of Kamala in Hermann Hesse’s Siddhartha

The novel Siddhartha written by Hermann Hesse is a philosophical novel that explores the journey of life and to enlightenment. This is done through the narration of the life of a young boy – the eponymous Siddhartha by a third-person omniscient narrator. My goal in this essay is to explore the role of the most important female character in Siddhartha, Kamala. Siddhartha is set in India, the story concurs with the life of Gotama the Buddha and therefore is estimated to take place around the 5th-6th century B. C. Many female characters play a part in Siddhartha’s journey. Siddhartha’s mother, the nameless young woman in the forest that attempts to seduce him and Vasudeva’s deceased wife. However the only female character that plays a significant role in the plot is Kamala, a courtesan who meets Siddhartha outside the city and becomes an influential character. The root word of the name Kamala – â€Å"Kama† is the Hindu god of love and desire; this represents her profession and character. Kamala first appeared in the eponymous chapter. Siddhartha meets Kamala outside the city when she was being escorted by her servants. Immediately, Siddhartha is struck by her beauty and decides to find her in the city. He saw beneath high-piled black hair a very fair, very soft, very clever face, bright-red lips like a newly opened fig, eyebrows well tended and painted in the form of high arches, dark eyes clever and alert. † The immediate circumstances in which we meet Kamala give us the impression of her being a very beautiful and rich, yet mysterious and untouchable given Siddhartha’s social and financial situation. He then enters the city and asks for her name, Siddhartha learns that she is the renowned courtesan Kamala, who is wealthy and owns a house in the city. His decision to visit Kamala brings about a turning point in the plot where Kamala becomes an object of desire for Siddhartha, and also he views her as someone capable of tutoring him in the ways of love. However Kamala initially rejects Siddhartha as he has no possessions and wears ragged clothing. She does however; give Siddhartha a kiss for a poem he performs. â€Å"He lowered his face to hers, and placed his lips on those lips that were like a newly opened fig. † She introduces Siddhartha to Kamaswami, who is a merchant and a regular client of Kamala’s. She tells Siddhartha to work with Kamaswami and learn the way of the merchant in order to earn money for himself. This becomes important as Siddhartha does become a successful merchant like Kamaswami changing him into a respected wealthy man. Eventually Kamala accepts him and shows him the world of physical love and sex. â€Å"[Siddhartha] learned the art of love; he practiced the cult of pleasure, in which more than anywhere else giving and taking become one and the same; he chatted with her, learned from her, gave her advice, received advice. This persists for many years as Kamala continues her relationship with Siddhartha, but comes to an end when the latter becomes disillusioned with the material world and runs away from the city. Only after Siddhartha leaves the city does Kamala find that she is pregnant with his child and decides to accept no other lovers, the story then leaves Kamala. Kamala returns later when she and her son are on their way to see the dying Buddha Gotama. By this time Siddhartha has returned to his old ascetic lifestyle living with the ferryman Vasudeva. Whilst resting by the river Kamala is bitten by a poisonous snake, Vasudeva hears her son calling for help and immediately goes to assist. Vasudeva brings Kamala back to the hut where Siddhartha recognizes her, and realizes that the boy is his son. Kamala lives only long enough to have one last conversation with Siddhartha before she dies in his arms (The Ferryman chapter). We see Kamala as a temptress who seduces Siddhartha and draws him away from his journey to enlightenment. She does however indirectly lead Siddhartha to his enlightenment first by teaching him the values and limitations of the material world, and also by bearing his son who gives Siddhartha the most difficult test on his path. Kamala is the master tutor of the material world, this makes her the opposite of Gotama who is the master tutor of the spiritual world. Whilst Gotama teaches his followers the virtues of patience and inner peace, Kamala focuses on a lifestyle of â€Å"living in the moment†. She also contrasts the Samanas whom Siddhartha has become when he first meets Kamala. The Samanas live without personal property but Kamala demands items such as clothing and jewelry from clients for her courtship. While we see Kamala’s relationship with Siddhartha as mutual love, the two never truly love each other. Siddhartha only sees Kamala as a teacher of love and an object of desire, Kamala sees Siddhartha as a skilled lover, a client and a source of income (she does however show preference and affection for Siddhartha, as we see in the initial chapters when she gives Siddhartha the opportunity to earn a living in the city). For a long while she sported with Siddhartha, luring him on, repulsing him, forcing his will, encircling him, enjoying his mastery, until he was vanquished and lay exhausted at her side. † She treats her relationship with Siddhartha as a part of her profession. However, after Siddhartha leaves and Kamala becomes aware of her pregnancy, she refuses to take another lover. This tells us that she still had a very intimate relationship with Siddhartha. An interesting fact is that despite Siddhartha’s dislike for teachers (as shown in his conversations with Gotama the Buddha and later with Govinda), he shows a preference towards Kamala’s teachings. Towards the very end of her life, Kamala seems to have also found an inner peace. Kamala is described as physically very beautiful and alluring, whilst at the same time being very clever (although we do learn that she cannot read nor write). â€Å"Her body was as lithe as a jaguar’s or as a hunter’s bow. † Kamala’s most important role in Siddhartha is being Siddhartha’s mentor in the world of love and as the mother of Siddhartha’s child. She plays a major role in Siddhartha’s life as a long-time companion and a lover of sorts. Initially we see her as an obstacle to Siddharta’s journey to find enlightenment as she seduces Siddhartha and keeps him from his continuing on his trek, but soon we see that while Siddhartha has experienced much of the spiritual world, he lacks any experience in the material world and is naive to the concepts of love. Here is where we begin to see her as an instructor, a companion and a guide to Siddhartha’s other side of life (the original being a life of ascetics). Reference http://www.123helpme.com/view.asp?id=169147

Natural Disasters and Health Care

Impact of Natural Disasters on Health Care Submitted by – Dalton Divakaran MS Health Care Management University of Texas at Dallas Index Introduction Types of Disasters Effects of Disaster on Economy Effect of Disaster on Health Care Organization * Sudden Influx * Damage to Facilities * Inadequately Prepared * Specialty Treatment Availability Effects on the Population * Immediate Health Impact * Long-Term Impacts Steps in Disaster Management * Mitigation * Preparedness * Response * Recovery Real Incident Study * Background: * Immediate Response Considerations: * Evacuation: Special Immediate Concerns: * Recovery Process: * Facility Considerations: * Lessons Learned at This Point in Response/Recovery: * Takeaways from this incident: Conclusion References Introduction According to dictionary. com Disasters means â€Å"a calamitous event, especially one occurring suddenly and causing great loss of life, damage, or hardship, as a flood†¦Ã¢â‚¬  Disasters such as Earthquakes, tsunamis, floods, hurricanes, tornados, epidemic disease outbreaks and more can damage any population and have a tremendous effect on the health care organizations that respond.Many health care organizations face major challenges during natural disasters. There are many different causes for those challenges. According to the International Federation of the Red Cross and Red Crescent Societies, in 2002, international disasters affected 608 million people and killed more than 24,000. The recent natural disaster in the United States for this year 2011(May 22, 2011) was the tornado Joplin in Missouri; 160 fatalities were reported in this natural disaster. Types of Disasters I. Natural disasters E. g. : Avalanches, Earthquakes, Volcanic eruptions. II. Hydrological disastersE. g. : Floods, Tsunamis. III. Meteorological disasters E. g. : Blizzards, Cyclonic storms, Droughts, Hailstorms, Heat waves, Tornadoes, Fires. IV. Health disasters E. g. : Epidemics, Famines V. Space disasters E. g. : Impact events, Solar flares, Gamma ray burst. VI. Technological disasters: E. g. : Chemical spills. VII. Complex emergencies: E. g. : Civil wars and conflicts. Effects of Disaster on Economy Developing countries suffer more economic losses than developed countries. The common factor is that, the poor are the ones who suffer the most, in both developed and developing nations.Although the total economic loss in dollars is greater in developed countries, the percentage of losses relative to the gross national product in developing countries far exceeds that of developed nations. Technological disasters and complex emergencies are not easily predictable. The major source of disasters in the 21st century may be due to rapid increase of Technological hazards, unregulated industrialization of developing countries and the globalization of the chemical industry. Effect of Disaster on Health Care Organization Sudden Influx * The biggest challenge after an aftermath is to provide emergency t reatment.The sudden influx of patients to a facility and the need for emergency responders in many places at the same time puts a strain on the health care organizations in the local area. Outside sources like the Red Cross would pitch-in for help in rescue and relief operations in the following days of the incident. However, the responsibility of handling the initial emergency care lies with the local health care departments. Damage to Facilities * The other effects of natural disaster are the lossdegrading of equipment and facility due to sudden spurt in the patients handled at the same time.The demand for all possible medical resources is the possibility that some of the resources may not be available because of direct damage from the natural disaster itself. For example floods may disrupt power supply required to run many equipments at the rescue center. Inadequately Prepared * Even though areas are more susceptible to certain natural disasters, such as earthquakes along a fault line or tornados in the South, they still strike with little or no warning. This throws the health care’s schedule out of the ordinary routine. The facility may not be completely prepared for what comes next.Emergency preparedness plans improve the chances that the organization will be able to respond effectively in the event of a natural disaster, whatever said and done it is never a guarantee that when and what magnitude a calamity occurs. Specialty Treatment Availability * Some disasters are not common like the storms, earthquakes and tsunamis. Epidemic outbreaks of infectious disease are something which needs utmost care to stop them from spreading to the others. It is not just to take care of emergency relief but also to quickly and efficiently protect the rest of the population.It is more challenging when there is no existing vaccine or known treatment. At this instance the role of health care organizations becomes even more important. These organizations must work to treat the patients and protect themselves while labs attempt to figure out a way to stop the infection from spreading. Effects on the Population A population’s vulnerability to all types of disasters depends on demographic growth, settlement in unsafe areas, environmental degradation, the pace of urbanization, unplanned development and climate change. Poverty thrives due to lack of access to healthy and safe environment.Poor education and awareness also poises risk to population. The effects of disaster on population can be broadly categorized into: 1. Immediate Health Impact 2. Long-Term Impacts These are explained below: Immediate Health Impact Short-term losses fall under three categories that have both direct and indirect effects: I. Disability, Illness, and Death; II. Direct losses in infrastructure; and III. Loss or disruption in health care delivery. Long-Term Impacts It is primarily a matter of building institutional ability and human resources, and includes: I.Identi fying vulnerability to natural hazards or other calamities; II. Building simple solutions for such occurrence in the future; III. Initiating a changedevelopment among the main factors to develop a basic plan that outlines the responsibilities of each factor in the health sector, identifying possible overlaps or gaps and building a consensus to create an effective healthcare system; IV. Maintaining close collaboration with these main factors; and V. Educating the first health responders and managers to face the special challenges of responding to disasters.Steps in Disaster Management * Mitigation – To minimize the effects of disaster. Examples: Zoning; Vulnerability analyses; Public education. * Preparedness – Planning how to respond. Examples: Preparedness plans; Emergency exercises/training; Warning systems. * Response – Efforts in minimizing the hazards created by a disaster. Examples: Search and rescue; Emergency relief, Finding alternative sources for relie f. * Recovery – Restore the community or organization to business as usual. Examples: Temporary housing; Grants; Medical care. Mitigation Preparedness Response RecoveryFig: Phases of Disaster Management Mitigation Mitigation is to reduce the intensity of a risk. Mitigation activity decreases the probably of the same disaster reoccurring. It includes vulnerability analyses updates; zoning and land use management; building use regulations and safety codes; preventive health care; and public education. Preparedness Preparedness is to have the health care crew on toes during an emergency situation. It is to achieve a level of readiness to handle any emergency situations. Preparedness can take form of education of rescue elief during emergencies.This may include rehearsals as well. Also it helps to ensure an optimum reserve of medicine, food, water, equipments and other essentials maintained for emergencies. Like mitigation activities, preparedness actions also depend on the appro priate measures in national and regional development plans. Response Response is to react to emergency situations to maintain life, sustain injuries and support the morale of the affected. It also includes providing transport, temporary shelter and food for the affected. Charitable organizations often play a major role in this phase of the disaster management cycle.Recovery Recovery is to bring back the affected population to normal life. Recovery measures both short and long term, include restoring life with minimum operating standard, temporary shelter, reconstruction and economic impact studies . This period brings many opportunities to boost prevention, increase vigilance and thus reducing helplessness. Real Incident Study August 2, 2011 Medical Response to Joplin Tornado May 22, 2011 Background: A tornado warning was issued by the National Weather Services on May 22, 2011 at 5:17 p. m. The tornado was rated an EF-5 with winds exceeding 200 mph.It traveled from west to east alon g 32nd street cutting a path ? to 1 mile wide over 13. 8 miles. The tornado eye was approximately 300 yards wide. Mercy St. Johns Hospital took a direct hit, initial and secondary, on the west facade with duration of approximately 45 seconds. There was a pause as the eye passed through the facility. * 160 deaths in the community resulted from this storm. * 8000 structures were destroyed. 400 businesses destroyed, * 8 school buildings destroyed, * 18,000 vehicles destroyed and * 4,500 jobs displaced. When St.Johns took the direct hit from the tornado initially the generators were destroyed, the roof was destroyed and most of which landed in the parking lots and on top of other facility equipment. All communications was immediately lost. The facility fire suppression sprinklers discharged and lines were broken. Several walls and floors were damaged. Doors were torn from their hinges, all of the glass was blown out of the building except the high impact shatter resistant glass in the p sychiatric ward, gas lines were broken, sewer lines were destroyed with raw sewage projected throughout the facility, and 86 medical offices were destroyed.The oxygen tank was severely damaged and discharged all of the liquid oxygen. There was a strong smell of natural gas throughout the building and all over the campus. Water discharged by the fire suppression system left the rooms and hallways with 3 to 6 inches of standing water. The air evacuation helicopter was destroyed. Typically the helicopter would have been moved to a local airport; however, the storm track did not predict impact to the hospital and there weather conditions prevented safe flight. All Hospital’s vehicles, except a John Deere tractor, were destroyed and the emergency trailer was found in pieces several blocks away.Everyone in the facility panicked that they were going to die, nurses evacuated patients to the hallways per their procedures and at the time of impact nurses covered patients with their bod ies to offer as much protection as possible. IV’s were ripped from patients’ arms, the IV poles became projectiles, and several patients were bleeding as a result. The ceilings collapsed, electrical, IT, and HVAC equipment dropped and littered the hallways. All emergency lights and exit signs were ripped from their mounts and were useless. Both incident command centers were destroyed and Emergency Operations Plans (EOP) lost in the debris.The facility was filled with hazardous waste and the radioactive material was unsecured. Outside debris was mixed and power lines were down. Note: If the tornado had moved just two blocks south Freeman would also have been destroyed. Freeman did suffer some physical damage that resulted in internal evacuation of at least 6 patient rooms. Immediate Response Considerations: There were many immediate considerations that had to be made. If the generators were started, then there was an extremely high probability of electrocution and possi ble explosion from natural gas.Various ways for communication should be arranged. Communications is not yet interoperable. Security forces and public safety could not communicate with each other due to variation is radio systems. Ambulance radios became the communication infrastructure during the initial response. Staff management is vital. Sufficient staff should be available for relief. Drug dispensing machines are useless in this type of a disaster. Staff had to break into the machines to gain access to life saving drugs. ID badges need to be backed up with wallet identification cards for employees.Several staff members lost their homes and automobiles and the badges went with them in many cases. National Guard troops refused to allow staff into the area because of no identification. Pharmacies need to be guarded with armed security. Have strong security so that people won’t run away with cars they do not own. The hospital needs access to several utility terrain vehicles ( UTV) for equipment and patient transport. Same uniform, common identification and common radio frequencies are required for the security team for easy identity. Remember that even the staffs require food, water and rest.Evacuation: Within a few hours St. Johns evacuated 183 patients, completed one surgical case while the storm was in progress, had 1 patient in the PACU, 24 ED patients and 28 critical care patients were among the evacuees. Evacuation was a tough job. This rescue team used what is described as the reverse START process found in our evacuation plan. The team discharged most of the patients they could. Some had no home to go to and opted to stay in the health care system as long as possible. Patient tracking was a nightmare. It took about 4 days to positively locate all of the evacuated patients.Many were sent to hospitals a great distance from St. Johns. The usage of heliport was not practicable and two temporary heliports were constructed in the parking lot. Anything that could be used to move a patient was used. Hospital evacuation sleds, mattresses, doors, wheelchairs, and mattresses were used to move patients down 9 flights of stairs that were dark and littered with debris. The Hospital had three predetermined collection points (muster stations) to evacuate to. This helped them to identify the patients and giving accountability for staff. Special Immediate Concerns:Staffs and physician homes were looted while they were trying to save other. There were attempts to loot property and drugs from the hospital and physicians’ offices. Hospitals need deployable incident command centers rather than fixed. Intra-operation communications was an immediate and continuing concern. Security forces could not be identified since they came in variety of uniforms. There was no common identification and no common radio frequency. Hospitals need the ability to install at least a 6’ steel chain link fence around the perimeter as soon as possible fol lowing the initial event.Know your staff was personally affected by the storm, many lost family members and homes. Many were not prepared to see the level of trauma and had difficulty dealing with the reality of this event. Nearly all required debriefing and employee support services. Special equipments are required for immediate rescue. Know whom your local, state, and federal response partners are and have an established relationship with them prior to any event. In an event of this magnitude, if you try to survive in your facility you cannot do it. You will need to evacuate the facility as soon as safe to do so.Everyone should be included during the planning process. It is important to acknowledge that although a given natural disaster may last for only a short period; survivors can be involved with the disaster aftermath for months or even years. Recovery Process: The first step is security of the facility and campus. The next morning after the event the mass evacuation was comp lete and the facility was cleared. As stated earlier, contracted security forces need to be in the same uniform and on the same radio frequencies as the Hospital security forces so that the recovery process goes smooth.Arrangement for vehicles and fuel should be done and agreements must be in place to have them delivered from locations outside the affected area. The types of vehicles needed should be predetermined. The delivery mechanism should be established very effectively to even work without any phone service. Tent operations became the first means of providing medical services followed by portable facilities. Facility Considerations: During Disasters even emergency power outlets may not operate. Assuming you can use a power generator, consider the following facilities: * Camera’s intended for security purpose should be on power generator. Lighting on emergency power needs to be evaluated. * Exit signs, stairs should be marked with photo luminescent tape or paint. * Know ledge on how to shut down utilities and medical gases quickly and establish a protocol for this procedure. * Proper lightning should be maintained in parking lots and facility areas during recovery phase. * The facility should be considered unstable until cleared by structural engineers. * Secure wiring, HVAC components, piping and light fixtures correctly above ceilings. * Plan for rapid deployment and connection trailer mounted equipment, portable buildings, and portable equipment. Debris removal is lengthy and complex. Lessons Learned at This Point in Response/Recovery: * Intra department communication is a must. If the Hospital and response partners are not on common frequencies then effective communication will not be possible. * Purchase solar charging stations for cellular phones and radio batteries. * Social networks or texting services may not be available during disaster. Effective alternative ways to communicate should be taught to the staffs. * Telephone landlines and su pport from IT are vital. Electronic Medical Records were essential to the continuum of patient care and for identification of practitioners who were in the facility at the time of impact. * Know that your reserve supplies will be inadequate or may be lost. A 96 hour cache of supplies may last as few as 4 hours because of the unanticipated demand. * If the generators operated the potential exists for several deaths by electrocution or explosion. * Stairwell lighting will be lost. JCMH egress lighting is all generator fed with no battery emergency lighting. * Manage staff and provide staff support, including mental health services.This will help them in taking quick decision. * Security of the building is critical. You have to protect your resources. * Badges will be lost during this type of event. Have wallet identification cards for your staff. Takeaways from this incident: * What you practice is what you do. * Knowledge of response partners, local, state, and federal. * Rehearsals with your community partners for rescue related activities. * Add patient slippers/shoes to your weather plan. Have on bed during Code Grey Level I. * Warehousing emergency supplies and to make it easily accessible even without transport facility. Have emergency kits throughout the facility with pens, pencils, paper, and medical record forms. Also include gloves, masks, flashlights, and batteries. * Develop a common triage tag and process. It is best to have a standard triage system. Share and follow it with all of the hospitals in your region. * You need to develop a rapid response team for security and a component of the security team will need to be armed. * Staff adequately during such events. * Efficient disbursement of supplies (Medicines, food etc) among staff for patient care and personal use. Consider staff physical and psychological needs – shift relief, food, rest, and debriefing. * Many storms usually have a follow- up storm and to be ready to minimize damage caus ed to structure and building (eg: Glass debris)during such events.. * The Joint Commission will arrive on site to assist with reestablishment of services and they proved to be a valuable resource. * Establish â€Å"Scrub Racks† with many sizes of scrubs to keep staff in suitable clothing. Conclusion Natural disasters are crisis situations. However, with planning, costly and ineffective interventions can be avoided.Improvisation and rush inevitably come with a high price, and there are many things health officials ought to avoid— preferential use of expatriate health professionals; emergency procurement and airlifting of food, water, and supplies that often are available locally or that remain in storage for long periods of time; the tendency to adopt dramatic measures— all contribute to making disaster relief one of the least cost effective health activities. . The occurrence of a major disaster can be the initial catalyst that helps health authorities recognize that disasters are a public health risk that must be addressed in an organized manner.Yet, preparedness cannot wait. A continual effort is needed to reduce possibility, by decreasing weakness through elimination and minimization and by increasing potential through ability methods. There needs to be a continuum between normal development, preparedness, and disaster response activities. Disasters are not likely to decrease in the foreseeable future. A sustained effort is needed to minimize risk, by reducing vulnerability through prevention and mitigation and by increasing capacity through preparedness measures.Disasters need to be addressed on a long-term and institutionalized basis through an established ministry of health program or department for prevention, mitigation, preparedness, and response for all types of disasters. References * Environmental health in emergencies and disasters: A practical guide. WHO, 2002. * Disaster Help, US Department of Homeland Security. * Green Pape r on Disaster Management, Department of Provincial and Local Government, South Africa * http://www. ehow. com/list_6847852_effects-disasters-health-care-organizations. tml#ixzz1epfIqgRL * Guide to Emergency Management Planning in Health CareBy Joint Commission Resources, Inc * http://www. scsrc. org/wp-content/uploads/2011/08/Joplin_Tornado_Trip_Report. pdf * http://www. himss. org/content/files/ambulatorydocs/BridgeheadWhitePaper_HealthcareDisasterRecovery. pdf * http://www. healthcaredisasterplanning. org/ * http://www. sans. org/reading_room/whitepapers/hipaa/disaster-recovery-healthcare-organizations-impact-hipaa-security_1336 * http://pandemic. wisconsin. gov/docview. asp? docid=14447 * http://www. dcp2. org/file/121/

Homers epic

Homers epic The Iliad takes place in the ninth year of a ten year war between the Trojans and the Achaeans. This great war places Hector (of the Trojans) and Achilles (of the Achaeans) in direct conflict as the are the best warriors in their respective communities and therefor responsible for inspiration and leadership of their people. Relentless and bold during combat their great skill in battle makes them heroes in the eyes of their peers. As heros both Achilles and Hector share characteristics generally associated with any man of distinguished valor such as bravery, honor and worth. Alike also in attempts to overstep their bounds, both men are ruled by fate through the mercy of the gods. Despite similarities as great warrior heroes, the pair differ immensely in personal inspiration as illustrated best by examining the motivation for each to fight. The reasons for joining the battle, namely passion for Achilles and duty for Hector, highlight the central distinction in char!acters. Achilles is ruled by his uncontrollable passions as seen in his rage and proud headstrong ways, whereas Hector is motivated by duty and honor proving him to be a noble levelheaded leader. These characteristics in Hector prove him to acts out of obligation and he doesnt question the worth of dying with honor as opposed to dying a coward as Achilles does. This ultimately makes Achilles the greater hero as his questioning and experiences bring him to an understanding of the balance and order of the gods and community.The most obvious similarity in Achilles and Hector is the position they retain in their communities, that of the greatest warrior. As strong leaders a likeness can be drawn between the qualities which render them suitable for their positions of leadership. Present in both is the essential audacity needed in someone that has control over the fate of others (the armies). In the case of Achilles this boldness is observed firs...

The Origins of British Columbia in Canada

The Origins of British Columbia in Canada The province of British Columbia, also known as BC, is one of the 10 provinces and three territories that make up Canada. The name, British Columbia, refers to the Columbia River, which flows from the Canadian Rockies into the American state of Washingon. Queen Victoria proclaimed British Columbia a British colony in 1858. British Columbia is on the west coast of Canada, sharing both a northern and southern border with the United States. To the south are Washington State, Idaho, and Montana, and Alaska is on its northern border. Origin of the Province Name British Columbia refers to the Columbia District, the British name for the territory drained by the Columbia River, in southeastern British Columbia, which was the namesake of the Columbia Department of the Hudsons Bay Company. Queen Victoria chose the name British Columbia to distinguish what was the British sector of the Columbia District from that of the United States or the American Columbia, which became the Oregon Territory on August 8, 1848, as a result of a treaty. The first British settlement in the area was Fort Victoria, established in 1843, which gave rise to the city of Victoria. The capital of British Columbia remains Victoria. Victoria is the 15th largest metropolitan area of Canada. The largest city in British Columbia is Vancouver, which the third-largest metropolitan area in Canada and the largest in Western Canada. The Columbia River The Columbia River was so named by American sea captain Robert Gray for his ship the Columbia Rediviva, a privately owned ship, which he navigated through the river in May 1792 while trading fur pelts. He was the first non-indigenous person to navigate the river, and his voyage was eventually used as a basis for the United States claim on the Pacific Northwest. The Columbia River is the largest river in the Pacific Northwest region of North America. The river rises in the Rocky Mountains of British Columbia, Canada. It flows northwest and then south into the U.S. state of Washington, then turns west to form most of the border between Washington and the state of Oregon before emptying into the Pacific Ocean. The Chinook tribe who live near the lower Columbia River, call  the river Wimahl. The Sahaptin people who live near the middle of the river, near Washingon, called it Nch’i-Wna. And, the river is known as swahnetkqhu by the Sinixt people, who live in the rivers upper reaches in Canada. All three terms essentially mean the big river.

How Victimization Evolves to Empowerment Essay Example | Topics and Well Written Essays - 3500 words

How Victimization Evolves to Empowerment - Essay Example All the same, King chooses a moderate and democratic viewpoint of empowerment, while Malcolm presents a more militant path. What Malcolm says about racial discrimination is that black people suffer â€Å"political oppression at the hands of the white man, economic exploitation at the hands of the white man, and social degradation at the hands of the white man.†2 King on the other hand remarks that black are denied their â€Å"constitutional and God given rights† under racial discrimination.3 It can be seen from the above statements that while King views the system as the culprit, Malcolm points his fingers to the mainstream white. It is in the backdrop of the racially discriminatory Jim Crow laws that both make their above-mentioned statements. Malcolm calls Jim Crow laws, a â€Å"segragationist conspiracy† and prescribes black to break them, while King calls for fighting against the segragationist laws as a part of a civil disobedience movement so that it can be transformed into a political struggle. While Malcolm thus stresses retaliation, King stands for collective political action. Martin Luther King realizes that for the process of empowerment to begin, first the black and the society should fully understand the dimensions of victim status. In â€Å"The Letter from Birmingham Jail,† when Martin Luther King writes an open letter to the eight white religious leaders, he is answering their allegations against him and the agitating black people as well, but also is making use of the opportunity to discuss the issue of racial segregation of black people.4 This forced entry of the black narrative into main public discourse is first step in the process of empowerment. This is an attempt to get the mass society acknowledge that black are real victims. This assertion of victim status then also becomes a prelude to the forthcoming empowerment process. King in his letter is trying to make both white and black people see the facts about bla ck victimisation.5 King was arrested and put in Birmingham jail for taking part in a demonstration against racial violence and discrimination.6 He wrote this letter in response to the statement issued by eight white religious leaders of the South, expressing concern over the â€Å"untimely† and violent nature of black protests.7 King utilizes his chance to reply to the white leaders so that he can show the wider public the ground realities of black life, a picture usually suppressed in mainstream narratives. In this manner, King by tailtoing a mainstream discourse, tries to win the attention of the mainstream audience, in order to make them see a marginalised issue. This method adopted by King stands proof to the fact that it is only through making victims as well as perpetrators acknowledge the victim status of the black, that the process of empowerment can begin. From this point of view, the letter of King can be viewed as addressed to both black and white people. King asse rts the need for black unity for the sake of their empowerment, and anchors his arguments on the universal value of justice to get wider support for them. King declares that he presumes the eight white leaders to be genuine and sincere in their concerns.8 This is a demand, and warning in disguise, that the white leaders are expected to adhere to the declared genuinity of their concerns. By making such a demand, King shows black that they have every right and courage to demand justice.